Cooperative writing: Direct effects and transfer

Angela M. O'donnell, Donald F. Dansereau, Thomas Rocklin, Judith G. Lambiotte, Velma I. Hythecker, Celia O. Larson

Research output: Contribution to journalArticlepeer-review

36 Scopus citations

Abstract

This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology classes and were randomly assigned to a cooperative or individual condition. The results of the study showed that students in the cooperative condition significantly outperformed the individual group on a measure of the communicative quality of the writing on both the initial task and on the transfer task (ps <.01). No differences between the groups were found on a measure of the completeness of the written instruction on either task (ps >.05). It appears that cooperating dyads can improve the communicative quality of their instruction writing.

Original languageEnglish (US)
Pages (from-to)307-315
Number of pages9
JournalWritten Communication
Volume2
Issue number3
DOIs
StatePublished - Jul 1985
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Communication
  • Literature and Literary Theory

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